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0L84h___PPT2001D<4X@r___PPT9T/0?%~+Teaching Statistics To HighSchool Teachers9A discussion of the INSPIRE project
NSF grant ESI 0138807The needTremendous increase in demand for secondary level Statistics teachers
Fueled in part by 1997 AP Statistics exam
NCTM Standards (2000)
Few teachers have background in Statistics beyond college mathematical stats courses.Math Integration falls short...
causeandeffect
experimental design
sampling variability
survey design
Where do these fit into the algebra/geometry/calculus curriculum?
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<INsight into Statistical Practice, Instruction and Reasoning
=Teaches statistical content to beginning HS Stats teachers
1 Week workshop followed by yearlong distance learning course
Optional yearlong "practicum" component
Designed so that participants
6" actively participate in constructing their own knowledge
practice what they are intended to learn
confront their misconceptions
work with real data in realistic context
apply statistical analysis software to analyze and visualize data
Garfield, 1995 "How students learn statistics"J;//
Participants
8 of 32 were teaching Stats for the first time
Median # of years teaching Stats was 1
All but one had math backgrounds
Variety in attitudes towards and experience with computer technology
Strong correlation between confidence in approach and comfort with computers
Workshop: CPSLO
32 participants, instructors met for 1 week at SLO in Summer 2003.
Personal interactions foster community
Cover topics difficult to cover online
Only opportunity to demonstrate pedogagy
Management pages
phttp://uclaextension.blackboard.com/?bbatt=Y
Password protected
Documents Area
Discussion Area
Navigation Tricky,E
0,
Content Pages
15 Units, each corresponding to a chapter or main idea
Each unit consists of 7 learning areas
"Blackboard" handles discussions, grades, organization stuff
http://inspire.stat.ucla.edu/unit_01$
0
Technical Difficulties
rEmailing word files with graphics
caststream
Statistical Software
Overall ease of use still awaiting evaluation.
sPedagogical Difficulties
~Group cohesion failed almost immediately
Discussions were uninspiring
Participants' pacing varied drastically
Feedback erratic
Examples of Discussions
Are SUVs safer than cars? Only 4 participants
Design a simulation, and discuss the design
Design and carry out experiment, discuss the experiment
Problems with Discussions
wQuestions too vague or too precise
Discussions not evaluated
Timezones and differing work schedules hinder discussions
x
Evaluation
Workshop was felt to be important on a number of different levels. (95% agree or strongly agree w/s is critical.)
Mixed opinions about level of preparation technically speaking before the coures
(n = 21)
Course Units
Large majority felt difficulty level was about right.
70% spent less than 5 hours per unit, and most worked less than 4 hours per week.
Impact on...
knowledge: 29% said INSPIRE had "great" impact on knowledge, 67% said "impact", and 4% said "little".
teaching: Great, 29%; Impact: 67%, Little: 4%
confidence: 50%/42%/8%
Students learning: 8%/88%/4%
Next Year
New class just completed workshop in SLO
Workshop featured more Fathom, computer work
Quarterly "group chats" scheduled
Biweekly discussions required
Class starts August 16
Milestone Examples
Cast
mDevelopment: Floyd Bullard, Matt Carelton, Gretchen Davis, Rob Gould, Kim Robinson, Dan Teague, Katie Tranbarger
Instructions: Floyd Bullard, Gretchen Davis, Robert Gould, Chris Olsen, Katie Tranbarger
Workshop: Beth Chance, Mary Mortlock, Chris Olsen, Alan Rossman, Robin Lock, Tom Short
Practicum: Carolyn Morgan, Judith O'Fallen
PI's: Roxy Peck and Rob Gould
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